M (D)
You will need: Love That Dog and your composition notebook.
Read and discuss Love That Dog, pp. 6-7
Make connections to "Stopping by Woods on a Snow Evening"
Finish quizzes; if finished, start poems based on imagery. Let the images convey whatever is important about the poem's meaning, set a scene, or convey mood.
(a) So much depends upon... (complete your own poem based upon images that complete this sentence)
(b) Stopping and noticing -- you are on a mission to go from here to there, but you stop and ponder something you've never noticed before. Make a poem based on this scenario (based on "Stopping by Woods...") that uses images to convey meaning, set the scene, or suggest a mood for your reader.
Both: break lines as you see fit; do not worry about rhyme.
T (E)
You will need: Love That Dog and your composition notebook. 5A will need independent reading books.
Read and discuss Love That Dog, pp. 6-7
Write and share imagist poems
Here are some tips for helping you write your imagist poems:
W (F)
Introduce and discuss "The Tyger"
by William Blake, English poet and visionary, and published in 1794 as part of the collection, Songs of Innocence and Experience
Play recorded version, then have students read lines in unison, alternating halves of the room
Double block: Independent reading
Th (A)
Students write their own animal poems, inspired by "The Tyger," and share.
Appeteaser:
You have 5 minutes after the bell to select a poem you like as the basis for your "Choice" poem.
1. Selected students read "Tyger" poems.
2. "Choice" Poems:
Students investigate poems by other poets, then write poems of their own in response.
3. Go over instructions for introduction, homework.
HW: Brainstorming introductions to anthologies; typing up poems. Bring your work to school on a flash drive, please. Note: If Learning Specialists can complete a draft early so they can help others during class, that would be great!
W (C)
Students begin drafting introductions to their anthologies. Draft due on Thursday.
Th (D)
Students workshop their drafts. (Students must have a typed draft copy to work with in class.)
F (E)
Students complete and print their introductions in class. Turn them in!
Final job reports: What was your goal for the quarter? What did you do to accomplish it? How well did you work together and collaborate to accomplish your goals? What do you still need to work on?
M (D)
You will need: Love That Dog and your composition notebook.
Read and discuss Love That Dog, pp. 6-7
Make connections to "Stopping by Woods on a Snow Evening"
Finish quizzes; if finished, start poems based on imagery. Let the images convey whatever is important about the poem's meaning, set a scene, or convey mood.
(a) So much depends upon... (complete your own poem based upon images that complete this sentence)
(b) Stopping and noticing -- you are on a mission to go from here to there, but you stop and ponder something you've never noticed before. Make a poem based on this scenario (based on "Stopping by Woods...") that uses images to convey meaning, set the scene, or suggest a mood for your reader.
Both: break lines as you see fit; do not worry about rhyme.
T (E)
You will need: Love That Dog and your composition notebook. 5A will need independent reading books.
Read and discuss Love That Dog, pp. 6-7
Write and share imagist poems
Here are some tips for helping you write your imagist poems:
Double block: Independent reading
W (F)
Introduce and discuss "The Tyger"
by William Blake, English poet and visionary, and published in 1794 as part of the collection, Songs of Innocence and Experience
Play recorded version, then have students read lines in unison, alternating halves of the room
Double block: Independent reading
Th (A)
Students write their own animal poems, inspired by "The Tyger," and share.
Week 8 (Oct. 9-12)
T (B)
You will need: Composition Notebook
Appeteaser:
You have 5 minutes after the bell to select a poem you like as the basis for your "Choice" poem.
1. Selected students read "Tyger" poems.
2. "Choice" Poems:
Students investigate poems by other poets, then write poems of their own in response.
3. Go over instructions for introduction, homework.
HW: Brainstorming introductions to anthologies; typing up poems. Bring your work to school on a flash drive, please. Note: If Learning Specialists can complete a draft early so they can help others during class, that would be great!
W (C)
Students begin drafting introductions to their anthologies. Draft due on Thursday.
Th (D)
Students workshop their drafts. (Students must have a typed draft copy to work with in class.)
F (E)
Students complete and print their introductions in class. Turn them in!
Final job reports:
What was your goal for the quarter?
What did you do to accomplish it?
How well did you work together and collaborate to accomplish your goals? What do you still need to work on?